UNLOCKING POTENTIAL: UNDERSTANDING EXECUTIVE FUNCTIONING IN HIGH-FUNCTIONING AUTISM EDUCATION
Abstract
Understanding Executive Functioning in High-Functioning Autism Education investigates the role of executive functioning in the education of individuals with high-functioning autism (HFA). Executive functioning, encompassing cognitive processes like organization, planning, and self-regulation, plays a crucial role in academic success and social functioning. This study explores how educators can support students with HFA by understanding and addressing executive functioning challenges in the classroom setting. By synthesizing research findings and practical insights, this paper aims to inform pedagogical strategies that promote the academic and social inclusion of individuals with HFA.
Keywords
Executive functioning, high-functioning autism, educationHow to Cite
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Copyright (c) 2024 Thomas G. Marshall
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